This multiple case study unpacks White teachers' experiences of perceived cultural differences in their classrooms and deciphers their readiness to work with American Indian students. Situating our study using Tribal Critical Race Theory and culturally responsive teaching and using a developed conceptual model of Teacher Readiness to Work with American Indian Students as a guide, we interviewed five White teachers from a junior high school located on an Indian Reservation in Northeastern Arizona. Through constant comparative analysis and theoretical memo writing, we found that teachers' perceptions and classroom experiences are nested within their personal value systems, which often align with hegemonic, mainstream frameworks of education, rather than local, Indigenous knowledge systems. While findings show the constant influence of teachers' values on classroom practices, we also discuss the potential long-term influences of classroom exchanges on teachers' values as well as the importance of local professional development, culturally relevant curricula, and the recruitment and training of teachers within local American Indian communities.